A safe, supportive school climate is critical for school effectiveness. Unfortunately, the research linking a positive school climate to critical student outcomes includes few systematic reviews of the school climate literature and no reviews focused on the effects of interventions to improve school climate. This review examined the methodological quality and findings from 18 experimental studies evaluating the effects of schoolwide interventions on teacher and student perceptions of school climate. Each study was rated in terms of quality of the methods and magnitude of effects on school climate. Results indicated that only three of the 25 articles were considered methodologically sound. Effect sizes estimating the differences in teacher perceptions of school climate ranged from −0.29 to 1.69, while those concerning differences in student perceptions ranged from 0.03 to 1.93. Studies examining the effects of schoolwide positive behavioral interventions and supports (SWPBIS) and social and emotional learning (SEL) interventions were the most methodologically sound and associated with the highest effect sizes.

This study used item response theory (IRT) to derive sets of maximally efficient items (SMI) for a brief behavior rating scale (BBRS) from a common universal screening tool (i.e., the Social, Academic, and Emotional Behavior Risk Screener-Student Rating Scale [mySAEBRS]). We also evaluated the change sensitivity of these items for potential use in progress monitoring. Data from over 24,000 students (47% female; 40% White; 17% African American; 7% Hispanic) in Kindergarten through 12th grades were included in the first phase of analyses. A subsample of 774 students (43% female; 33% White; 3% African American; 0.5% Hispanic) was included in the change sensitivity analyses. Results suggested 3 items from each of the SAEBRS subscales (Social Behavior, Academic Behavior, and Emotional Behavior) could be considered maximally efficient and psychometrically informative. Additionally, change sensitivity analyses across the SMIs offered some evidence for the development of brief, 3-item standard BBRSs for use in progress monitoring students with social, academic, and emotional behavioral challenges. More research is needed to examine whether using BBRSs result in meaningful behavioral and social emotional change, particularly for specific demographic subgroups. Impact and ImplicationsThis study aims to identify and describe behavior screening scale items that are maximally efficient and sensitive to change over time. These items may be used to enhance progress monitoring efforts for students with behavioral challenges in schools.

Using data from a national survey of school psychologists we investigated (a) the extent to which school psychologists supported students' social–emotional and behavioral well‐being using data and evidence‐based practices programming, (b) how facilitators and barriers impacted school psychologists' service delivery in these areas, and (c) how participants' demographic characteristics predicted facilitators to these practices. The survey was administered to randomly selected National Association of School Psychologists' members. One hundred ninety‐nine full‐time, school‐based school psychologists (24% response rate) completed the survey. Results indicated more practitioners reported using data to design, implement, and evaluate evidence‐based strategies for social–emotional and behavioral supports (M = 3.32, SD = 0.90) than reported using evidence‐based strategies themselves in these same areas (M = 3.10, SD = 1.05). School psychologists who reported more facilitators were more likely to use data and engage in evidence‐based practices related to social–emotional and behavioral supports for students. Results also indicated certain barriers impeded school psychologists' practices in these areas. Few demographic characteristics predicted the presence of facilitators or barriers. Findings from the current study extend the extant literature by providing empirical data on facilitators of and barriers to services related to school psychologists' use of data and evidence‐based practices in these areas.

Retention of current school psychologists is a vital strategy for addressing shortages in the field. Understanding what contributes to why school psychologists stay in the field has the potential to influence leaders and administrators to ensure that they are targeting what matters most to school psychologists. Survey results from 134 school psychologists indicated that they stay in the field because they enjoy working with children and believe their work makes a difference. These generally satisfied school psychologists also shared that they work with teams that facilitate effective and creative problem solving and were acknowledged for their contributions. For the few school psychologists who expressed dissatisfaction, their responses communicated a lack of professional self‐efficacy: their opinions were not valued, they did not believe they were effective in their roles, administrators did not value their contributions, and they did not believe they could make a difference for students. Implications for practice highlight the need for district and building administrators to ensure that school psychologists have manageable caseloads that allow them to work directly with children and to be a part of teams that solve problems.

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